Role Models and Teachers: medical students perception of teaching-learning methods in clinical settings, a qualitative study from Sri Lanka

Abstract

BackgroundMedical education research in general, and those focusing on clinical settings in particular, have been a low priority in South Asia. This explorative study from 3 medical schools in Sri Lanka, a South Asian country, describes undergraduate medical students’ experiences during their final year clinical training with the aim of understanding the teaching-learning experiences.MethodsUsing qualitative methods we conducted an exploratory study. Twenty eight graduates from 3 medical schools participated in individual interviews. Interview recordings were transcribed verbatim and analyzed using qualitative content analysis method.ResultsEmergent themes reveled 2 types of teaching-learning experiences, role modeling, and purposive teaching. In role modelling, students were expected to observe teachers while they conduct their clinical work, however, this method failed to create positive learning experiences. The clinical teachers who predominantly used this method appeared to be ‘figurative’ role models and were not perceived as modelling professional behaviors. In contrast, purposeful teaching allowed dedicated time for teacher-student interactions and teachers who created these learning experiences were more likely to be seen as ‘true’ role models. Students’ responses and reciprocations to these interactions were influenced by their perception of teachers’ behaviors, attitudes, and the type of teaching-learning situations created for them.ConclusionsMaking a distinction between role modeling and purposeful teaching is important for students in clinical training settings. Clinical teachers’ awareness of their own manifest professional characterizes, attitudes, and behaviors, could help create better teaching-learning experiences. Moreover, broader systemic reforms are needed to address the prevailing culture of teaching by humiliation and subordination.

The perception of hidden curriculum among undergraduate medical students: a qualitative study

“…Regarding the theme of role modeling, it had positive effects on students in most of the cases. In a qualitative study about role modeling the results showed that clinical teachers’ awareness of their own obvious professional characteristics could help generate better teaching and learning experiences [ 23 ]. Another study showed that clinical attributes, teaching skills, and personal qualities of clinical teachers are the characteristics that medical students reported for a good role model [ 24 ].…”

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“…It was moving to hear students talk about their experiences in clinics and a little unnerving to be reminded that students minutely observe what their teachers and peers do. Teachers should be made aware of the need to behave appropriately to serve as role models for their students lest the latter inadvertently adopt practices that are neither ethical, nor professional (19).…”

Workplace Learning for Undergraduate Medical Students at a National Referral and Teaching Hospital as Perceived by Lecturers, Administrators and Students of a Contemporary Medical Training University in Uganda.

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